Task 6 :: Unit 4 :: KS3 Music

Task 6: Teaching sequence for modelling the use of a musical vocabulary (30 minutes)
Plan a modelling opportunity where you are able to demonstrate the use of aspects of subject-specific vocabulary. It could be related to numerous learning activities, such as how to use compositional processes from a specific style, how to evaluate a performance, or how to identify features and conventions within a listening and reviewing and evaluating task. Consider the following points when planning an effective modelling session designed to encourage an evolving musical language base for the pupils. Use short, clear sentences for maximum effect and identify in advance the subject-specific key words and phrases that you want pupils to learn. Provide a spoken commentary on the process of how to develop your own performance or composition or that of a group in order to inform, explain or evaluate. Make the commentary coherent by considering the sequence of ‘how to’ points and how they can be linked.

Task 6: Teaching sequence for modelling the use of a musical vocabulary (30 minutes)

Plan a modelling opportunity where you are able to demonstrate the use of aspects of subject-specific vocabulary. It could be related to numerous learning activities, such as how to use compositional processes from a specific style, how to evaluate a performance, or how to identify features and conventions within a listening and reviewing and evaluating task.

Consider the following points when planning an effective modelling session designed to encourage an evolving musical language base for the pupils.

Use short, clear sentences for maximum effect and identify in advance the subject-specific key words and phrases that you want pupils to learn.
Provide a spoken commentary on the process of how to develop your own performance or composition or that of a group in order to inform, explain or evaluate.
Make the commentary coherent by considering the sequence of ‘how to’ points and how they can be linked.